A carregar...
Publicação
Atitudes do docente universitário no processo de ensino aprendizagem face ao discente com deficiência: um estudo de caso na Universidade Pública Federal na Região Amazônica
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.85 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Com a crescente procura de cursos de graduação pelos discentes com necessidades educacionais especiais e com o surgimento da Lei Brasileira de Inclusão, conhecida também como Estatuto da Pessoa com Deficiência, Lei n.13.146/2015, além de fornecer maior autonomia e capacidade para cidadãos com NEE, ela também vem regulamentar e implementar ações que possam contribuir com o acesso desses alunos a educação superior.
E é em busca desse acesso que surgiu a pesquisa que tem como objetivo geral: analisar as atitudes inclusivas no contexto institucional, dos processos de ensino-aprendizagem por parte dos docentes em relação aos estudantes com deficiências no Ensino Superior em uma Universidade Federal na Região da Amazônia.
A investigação teve como metodologia um Estudo de Caso com o enfoque qualitativo que contou como instrumento de pesquisa um questionário, com perguntas de resposta aberta, que foi respondido pelos docentes da universidade.
E como resultado, verificou-se que embora muitos educadores não tenham tido experiência com alunos de inclusão, todos acreditam na importância em um trabalho em equipa, que mesmo diante das dificuldades que poderão enfrentar, ou enfrentaram, é preciso planear, partilhar e participar de processos de uma formação continuada em educação inclusiva, para estarem sempre preparados para as adversidades que encontrarão na educação especial. Assim, diante do cenário da educação superior e de suas dificuldades pedagógicas e estruturais, é possível com força e vontade, construir uma educação de qualidade que venha contemplar os anseios dos discentes especiais.
With the increasing demand for graduation courses for students with special educational needs and the emergence of the Brazilian Inclusion Law, also known as the Disabled Persons Statute, Law n.13.146/2015, in addition to providing greater autonomy and capacity for citizens with disabilities. NEE, it also comes to regulate and implement actions that can contribute to the access of these students to higher education. And it is in search of this access that research has emerged that has as general objective: to analyze the inclusive attitudes in the institutional context, of teaching-learning processes on the part of the teachers in relation to the students with deficiencies in the Higher Education in a Federal University in the Region of the Amazon. The research had as methodology a case study with the qualitative focus that counted as a research instrument, a questionnaire that was answered by university professors. And as a result, it has been found that while many educators have not had experience with inclusion students, everyone believes in the importance of teamwork, that even in the face of difficulties they may face or have faced, it is necessary to plan, share and participate in continuing education in inclusive education to be always prepared for the adversities they will encounter in special education. Thus, in view of the scenario of higher education and its pedagogical and structural difficulties, it is possible with strength and will to build a quality education that will contemplate the desires of the special students.
With the increasing demand for graduation courses for students with special educational needs and the emergence of the Brazilian Inclusion Law, also known as the Disabled Persons Statute, Law n.13.146/2015, in addition to providing greater autonomy and capacity for citizens with disabilities. NEE, it also comes to regulate and implement actions that can contribute to the access of these students to higher education. And it is in search of this access that research has emerged that has as general objective: to analyze the inclusive attitudes in the institutional context, of teaching-learning processes on the part of the teachers in relation to the students with deficiencies in the Higher Education in a Federal University in the Region of the Amazon. The research had as methodology a case study with the qualitative focus that counted as a research instrument, a questionnaire that was answered by university professors. And as a result, it has been found that while many educators have not had experience with inclusion students, everyone believes in the importance of teamwork, that even in the face of difficulties they may face or have faced, it is necessary to plan, share and participate in continuing education in inclusive education to be always prepared for the adversities they will encounter in special education. Thus, in view of the scenario of higher education and its pedagogical and structural difficulties, it is possible with strength and will to build a quality education that will contemplate the desires of the special students.
Descrição
Palavras-chave
Educação Especial Inclusão na Universidade Formação continuada Trabalho em Equipa Special Education Inclusion in the University Continuing education Teamwork